|Name||Octagon AP Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||28 February 2017|
|Address||Commerce Road, Wood Green, London, N22 8DZ|
|Religious Character||Does not apply|
|Number of Pupils||52 (71% boys 29% girls)|
|Percentage Free School Meals||44.2%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The Octagon pupil referral unit serves the needs of pupils aged five to 16 years who have social, emotional and behavioural difficulties that have resulted in permanent exclusion from school or the risk of permanent exclusion. The predecessor pupil referral unit was judged inadequate in November 2013, and in April 2014, Octagon became an academy sponsored by TBAP Multi-Academy Trust. It is one of a group of schools managed by an executive headteacher who was appointed in the summer term of 2016, having previously been headteacher of Octagon. The current headteacher of Octagon was appointed in January 2017. The school currently has no pupils from key stage 1 and just under 50 pupils from key stages 2, 3 and 4. About a quarter of the pupils have an education, health and care plan because they have special educational needs and/or disabilities due to their emotional or behavioural difficulties. Pupils come from a wide range of backgrounds and ethnic heritages. The largest groups are of Black African or Black Caribbean origin. Around half of the pupils are supported by pupil premium funding. Pupils in the primary provision are normally on relatively short-term placements. The aim is for them to return to mainstream school within a term. Pupils who join the school in key stage 3 or Year 10 are also supported to return to school. Pupils in Year 11 usually stay until the end of the academic year to complete their GCSE courses. The school uses alternative provision with local colleges for individual pupils where this is appropriate for their needs, for example to follow a course such as beauty therapy which the school cannot provide. This is usually for one day a week.
Summary of key findings for parents and pupils
This is a good school Exceptional leadership has transformed the school. In just under three years, it has moved from its predecessor’s judgement of inadequate to being good overall. The leadership team and the TBAP Multi-Academy Trust are rigorous in their drive to raise standards in all areas. They know very clearly what they need to do to raise the school to the next level. Pupils benefit from their time at Octagon because of the high quality of care and support, which underpins the academic work and their personal development. Pupils make good progress over time and begin to catch up with their peer group. Behaviour is good. Pupils’ attitudes to learning improve and they learn how to manage their behaviour better. Almost all primary-age pupils and most pupils in key stage 3 and Year 10 return successfully to mainstream schools. Year 11 pupils stay at Octagon to take GCSE and other qualifications. They achieve much better results than pupils in referral units nationally. The local advisory board and the board of the trust know the school well and provide a good balance of challenge and support. Teaching is good because staff plan carefully to meet the wide range of pupils’ individual needs. Regular checks on the quality of teaching mean that staff can be given support to help them to improve their skills. Attractive displays encourage everyone to aim high. These promote British values such as respect for others and the rule of law. Pupils feel safe in school and are helped to learn how to stay safe outside school. Attendance has improved dramatically over the last three years. Most pupils understand why it is important to attend school. Most parents are positive about the school and believe that their children make progress and are well cared for. Not enough teaching is outstanding. Teachers are not always using questioning effectively enough and sometimes do not have high enough expectations of their pupils. Teachers are not as clear about the standards expected in the primary curriculum as they are about the secondary curriculum.